Pub Date : 2024-09-14DOI: 10.1177/01623532241281566
Paula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell, Susan G. Assouline, Heidrun Stoeger, Albert Ziegler
{"title":"Extending Research on Psychosocial Skills and Appropriate Instruction in Developing Talents","authors":"Paula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell, Susan G. Assouline, Heidrun Stoeger, Albert Ziegler","doi":"10.1177/01623532241281566","DOIUrl":"https://doi.org/10.1177/01623532241281566","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"15 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142249769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/01623532241277850
Jenny Yang, Seokhee Cho
In this qualitative case study, we investigated the role of an advanced math curriculum with language scaffolding on the development of geometric and visual-spatial reasoning skills in young mathematically promising English learners (MPELs). Specifically, we examined the effects of providing MPELs with challenging and supportive math curriculum to facilitate the development of mathematical potential through a geometry unit. Twenty-one MPELs were randomly assigned to either an intervention or a comparison class. The data sources included audio recordings of class sessions, documents of math tasks, field notes, and test scores. Findings revealed that in the intervention class, tasks required more cognitive demands, and students were encouraged to contribute to classroom discourse more than in the comparison class. MPELs in the intervention class demonstrated greater gains in geometric reasoning compared to their peers in the comparison class. These findings underscore the point that challenging and supportive curricula can effectively nurture the mathematical potential of underrepresented gifted students.
{"title":"Developing Hidden Talent: An Exploratory Study of Advanced Math Curriculum Implementation and Its Effects on Young Mathematically Promising English Learners","authors":"Jenny Yang, Seokhee Cho","doi":"10.1177/01623532241277850","DOIUrl":"https://doi.org/10.1177/01623532241277850","url":null,"abstract":"In this qualitative case study, we investigated the role of an advanced math curriculum with language scaffolding on the development of geometric and visual-spatial reasoning skills in young mathematically promising English learners (MPELs). Specifically, we examined the effects of providing MPELs with challenging and supportive math curriculum to facilitate the development of mathematical potential through a geometry unit. Twenty-one MPELs were randomly assigned to either an intervention or a comparison class. The data sources included audio recordings of class sessions, documents of math tasks, field notes, and test scores. Findings revealed that in the intervention class, tasks required more cognitive demands, and students were encouraged to contribute to classroom discourse more than in the comparison class. MPELs in the intervention class demonstrated greater gains in geometric reasoning compared to their peers in the comparison class. These findings underscore the point that challenging and supportive curricula can effectively nurture the mathematical potential of underrepresented gifted students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142249768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/01623532241278991
Anne N. Rinn
The study of psychosocial skills is conceptualized in the field of gifted education as part of the talent development paradigm, and most terminology associated with the study of psychosocial skills is done within the framework of the talent development megamodel. Although critically important in the development of talent, empirical research on psychosocial skills as framed within the talent development paradigm is limited in the field of gifted education and more research is needed. In this paper, I present six points to consider in conducting research on psychosocial skills associated with talent development, and in particular, academic talent development. The six points are presented with an emphasis on examining ideas behind the questions of under what conditions, when, and for whom.
{"title":"Conducting Research on Psychosocial Skills Associated with Academic Talent Development","authors":"Anne N. Rinn","doi":"10.1177/01623532241278991","DOIUrl":"https://doi.org/10.1177/01623532241278991","url":null,"abstract":"The study of psychosocial skills is conceptualized in the field of gifted education as part of the talent development paradigm, and most terminology associated with the study of psychosocial skills is done within the framework of the talent development megamodel. Although critically important in the development of talent, empirical research on psychosocial skills as framed within the talent development paradigm is limited in the field of gifted education and more research is needed. In this paper, I present six points to consider in conducting research on psychosocial skills associated with talent development, and in particular, academic talent development. The six points are presented with an emphasis on examining ideas behind the questions of under what conditions, when, and for whom.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"124 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-20DOI: 10.1177/01623532241258720
Mojca Juriševič, Zora Krnjaić, Jana Šimon
Research suggests that the effect of emergency remote education on the motivation of gifted students during the COVID-19 pandemic differs from that observed in traditional students. The main aim of the present study was to explore the lived experience of academic motivation among gifted high school students in Croatia, Serbia, and Slovenia. Semistructured interviews were conducted with 47 gifted students aged 15 to 18, using the same methodological procedure in the three countries with similar educational backgrounds. Grounded in gifted students’ narratives about their academic motivation, we detected three groups of students who experienced decreased, no change in, or increased academic motivation. Furthermore, we identified group-specific patterns based on the most common activities and salient features of students’ school context, learning, and leisure time during the pandemic.
{"title":"Gifted Students’ Academic Motivation During the COVID-19 Pandemic: Qualitative Study in Croatia, Serbia, and Slovenia","authors":"Mojca Juriševič, Zora Krnjaić, Jana Šimon","doi":"10.1177/01623532241258720","DOIUrl":"https://doi.org/10.1177/01623532241258720","url":null,"abstract":"Research suggests that the effect of emergency remote education on the motivation of gifted students during the COVID-19 pandemic differs from that observed in traditional students. The main aim of the present study was to explore the lived experience of academic motivation among gifted high school students in Croatia, Serbia, and Slovenia. Semistructured interviews were conducted with 47 gifted students aged 15 to 18, using the same methodological procedure in the three countries with similar educational backgrounds. Grounded in gifted students’ narratives about their academic motivation, we detected three groups of students who experienced decreased, no change in, or increased academic motivation. Furthermore, we identified group-specific patterns based on the most common activities and salient features of students’ school context, learning, and leisure time during the pandemic.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"64 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1177/01623532241258759
Soeun Park, Megan Foley-Nicpon, Duhita Mahatmya
The purpose of this study was to explore career outcomes in young adulthood among adolescents with ADHD and/or high abilities. The sample included respondents who had the ability and ADHD measures from Waves 1 (1995), 3 (2002), and 4 (2009) of the National Longitudinal Study of Adolescent and Adult Health in-home questionnaire. Using multiple group path analysis, we examined the pathways for three groups of individuals (i.e., ADHD, high ability, and both/twice-exceptional). We discovered financial and educational family background predicted occupational status and career goal attainment, as well as supports and barriers among various family and adolescent predictors (e.g., school attachment, educational aspiration, depressive symptoms). Knowledge about these trajectories will help professionals design tailored career and educational services for adolescents with high ability, ADHD, and both.
{"title":"Young Adult Career Outcomes for Adolescents With ADHD, High Ability, or Twice-Exceptionality","authors":"Soeun Park, Megan Foley-Nicpon, Duhita Mahatmya","doi":"10.1177/01623532241258759","DOIUrl":"https://doi.org/10.1177/01623532241258759","url":null,"abstract":"The purpose of this study was to explore career outcomes in young adulthood among adolescents with ADHD and/or high abilities. The sample included respondents who had the ability and ADHD measures from Waves 1 (1995), 3 (2002), and 4 (2009) of the National Longitudinal Study of Adolescent and Adult Health in-home questionnaire. Using multiple group path analysis, we examined the pathways for three groups of individuals (i.e., ADHD, high ability, and both/twice-exceptional). We discovered financial and educational family background predicted occupational status and career goal attainment, as well as supports and barriers among various family and adolescent predictors (e.g., school attachment, educational aspiration, depressive symptoms). Knowledge about these trajectories will help professionals design tailored career and educational services for adolescents with high ability, ADHD, and both.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"36 6 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/01623532241235929
Yael Grinshtain, Shirley Miedijensky
Gifted children and their parents often cope with challenges arising from their high abilities and the particular educational needs that these entail. The current research aims to map the available and desired resources for gifted children and their families in rural and central regions. The research stems from the resource-oriented approach to gifted education that identifies five exogenous learning resources, termed educational capital. As the availability of these resources can be context-dependent, the current study examines rural and central regions as diverse spatial areas. Using a qualitative approach, 26 in-depth interviews were conducted with parents and educators from two diverse regions in Israel. Thematic analysis found that parents and educators from both regions described the available resources similarly, with the exception of the economic, infrastructural, and didactic resources, which are less available in the rural region. In addition, parents and teachers in the rural region defined personal parental resources and educational knowledge as being more desirable than their counterparts in the center. The findings suggest that resources for the gifted are more family centered than community- or region-centered. Focusing on two different spatial areas, this study examines the possible interplay between location or geography and gifted children and their available educational capital.
{"title":"Available and Desirable Resources for Gifted Children in Israel’s Rural and Central Regions: Parents and Educators’ Perspectives","authors":"Yael Grinshtain, Shirley Miedijensky","doi":"10.1177/01623532241235929","DOIUrl":"https://doi.org/10.1177/01623532241235929","url":null,"abstract":"Gifted children and their parents often cope with challenges arising from their high abilities and the particular educational needs that these entail. The current research aims to map the available and desired resources for gifted children and their families in rural and central regions. The research stems from the resource-oriented approach to gifted education that identifies five exogenous learning resources, termed educational capital. As the availability of these resources can be context-dependent, the current study examines rural and central regions as diverse spatial areas. Using a qualitative approach, 26 in-depth interviews were conducted with parents and educators from two diverse regions in Israel. Thematic analysis found that parents and educators from both regions described the available resources similarly, with the exception of the economic, infrastructural, and didactic resources, which are less available in the rural region. In addition, parents and teachers in the rural region defined personal parental resources and educational knowledge as being more desirable than their counterparts in the center. The findings suggest that resources for the gifted are more family centered than community- or region-centered. Focusing on two different spatial areas, this study examines the possible interplay between location or geography and gifted children and their available educational capital.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"74 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140125868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-07DOI: 10.1177/01623532241235576
Denise de Souza Fleith, Daniela Vilarinho-Pereira, Renata Muniz Prado
The purpose of this study was to investigate parenting styles and practices, strategies and resources used to develop a child’s potential, and family–school relationships. Nine families with gifted and talented students participated. The instruments used were a sociodemographic questionnaire, a parenting style scale, and a semistructured interview. The results indicated that the authoritative style was the most representative of parenting practices of this sample. The interviews generated six themes: (a) parental practices, (b) strategies and resources for student development, (c) family–school relationship, (d) challenges, (e) learning, and (f) advice. The findings suggested that parents were concerned not only with developing children’s talents but also with promoting their well-being. If schools were opposed to meeting their children’s needs, parent took their own initiative in meeting these needs. Seeking support from expert professionals in the field and other parents of gifted children was highlighted by the participants.
{"title":"Voices From the Families: Strategies for and Challenges in Raising a Gifted Child","authors":"Denise de Souza Fleith, Daniela Vilarinho-Pereira, Renata Muniz Prado","doi":"10.1177/01623532241235576","DOIUrl":"https://doi.org/10.1177/01623532241235576","url":null,"abstract":"The purpose of this study was to investigate parenting styles and practices, strategies and resources used to develop a child’s potential, and family–school relationships. Nine families with gifted and talented students participated. The instruments used were a sociodemographic questionnaire, a parenting style scale, and a semistructured interview. The results indicated that the authoritative style was the most representative of parenting practices of this sample. The interviews generated six themes: (a) parental practices, (b) strategies and resources for student development, (c) family–school relationship, (d) challenges, (e) learning, and (f) advice. The findings suggested that parents were concerned not only with developing children’s talents but also with promoting their well-being. If schools were opposed to meeting their children’s needs, parent took their own initiative in meeting these needs. Seeking support from expert professionals in the field and other parents of gifted children was highlighted by the participants.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"98 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1177/01623532231214568
Austina De Bonte, Ciara A. McCaffrey, Hilary K. Wisdom, Megan E. Locke, Nancy G. Torgerson, Terri Lucero
A growing understanding of twice-exceptional (2e) students has caused many to consider the possibility of misdiagnosis and missed diagnoses in the gifted student. Despite this, auditory processing disorders (APD) and vision processing disorders (VPD) are seldom examined in the 2e research literature, yet are not uncommon in the 2e population. Because both auditory and vision processing are foundational to the human experience, challenges in these areas may significantly impact higher-order skills such as attention and executive function, as well as academic performance. This article explores what is currently known about these processing disorders, examines potential co-occurring conditions, such as dyslexia and Attention Deficit/Hyperactivity Disorder (ADHD), and presents clinical case file data suggesting how these sensory disorders may appear in the 2e population. Proper identification, management, and support of APD and VPD in 2e students could improve our ability to address student needs at the foundational level.
随着人们对两倍特殊学生（2e）的认识不断加深，许多人开始考虑对资优学生进行误诊和漏诊的可能性。尽管如此，听觉处理障碍（APD）和视觉处理障碍（VPD）在2e研究文献中却很少被研究，但在2e人群中却并不少见。由于听觉处理和视觉处理都是人类经验的基础，这些领域的挑战可能会严重影响注意力和执行功能等高阶技能以及学业成绩。本文探讨了目前对这些处理障碍的认识，研究了潜在的并发症，如诵读困难和注意力缺陷/多动障碍（ADHD），并提供了临床病例数据，说明这些感官障碍可能如何出现在 2e 人口中。正确识别、管理和支持 2e 学生中的 APD 和 VPD 可以提高我们在基础层面满足学生需求的能力。
{"title":"Auditory Processing Disorders and Vision Processing Disorders in Twice-Exceptionality (2e): Are These Foundational Factors Being Overlooked?","authors":"Austina De Bonte, Ciara A. McCaffrey, Hilary K. Wisdom, Megan E. Locke, Nancy G. Torgerson, Terri Lucero","doi":"10.1177/01623532231214568","DOIUrl":"https://doi.org/10.1177/01623532231214568","url":null,"abstract":"A growing understanding of twice-exceptional (2e) students has caused many to consider the possibility of misdiagnosis and missed diagnoses in the gifted student. Despite this, auditory processing disorders (APD) and vision processing disorders (VPD) are seldom examined in the 2e research literature, yet are not uncommon in the 2e population. Because both auditory and vision processing are foundational to the human experience, challenges in these areas may significantly impact higher-order skills such as attention and executive function, as well as academic performance. This article explores what is currently known about these processing disorders, examines potential co-occurring conditions, such as dyslexia and Attention Deficit/Hyperactivity Disorder (ADHD), and presents clinical case file data suggesting how these sensory disorders may appear in the 2e population. Proper identification, management, and support of APD and VPD in 2e students could improve our ability to address student needs at the foundational level.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"60 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.
{"title":"Affective Outcomes of a Summer Talent Development Program: What Do Students Say?","authors":"Aakash A. Chowkase, Ophélie Allyssa Desmet, Kshama Datar, Ashwini Deshpande, Sandhya Khasnis","doi":"10.1177/01623532241235570","DOIUrl":"https://doi.org/10.1177/01623532241235570","url":null,"abstract":"This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"23 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1177/01623532231215091
Julia E. Calabrese, McKennah Edmunds, Miriam M. Sanders, Robert M. Capraro
Many researchers have debated potential differences between male and female students’ mathematical performance. One important factor that can impact performance is perception of the content. The purpose of the study is to investigate factors that impact high-ability male and female students’ perspectives of mathematics. Participants ( n = 12; n f = 5, n m = 7) attended a 10-day residential summer camp during which the researchers conducted individual, semistructured interviews with each participant. Using a thematic analysis, the researchers examined the interview transcripts for themes by gender. Six common themes emerged between male and female students: perseverance, performance, self-efficacy, enjoyment of content, social component, and life relevance. Female students reported that adult influence was also a factor. Further examination showed that female students are more likely to report enjoyment of content as a factor, whereas males are more likely to report perseverance and performance.
许多研究人员都在讨论男女学生数学成绩之间的潜在差异。影响成绩的一个重要因素是对数学内容的看法。本研究旨在调查影响高能力男生和女生对数学的看法的因素。参与者（n = 12；n f = 5，n m = 7）参加了为期 10 天的寄宿夏令营，在此期间，研究人员对每位参与者进行了单独的半结构式访谈。研究人员采用主题分析法，按性别对访谈记录进行了主题分析。男女学生之间出现了六个共同的主题：毅力、表现、自我效能感、对内容的喜爱、社交成分和生活相关性。女生表示，成人的影响也是一个因素。进一步的研究表明，女生更倾向于将享受学习内容作为一个因素，而男生则更倾向于将毅力和成绩作为一个因素。
{"title":"Do Great Minds Think Alike? Gifted Male and Female Students’ Perceptions of Mathematics","authors":"Julia E. Calabrese, McKennah Edmunds, Miriam M. Sanders, Robert M. Capraro","doi":"10.1177/01623532231215091","DOIUrl":"https://doi.org/10.1177/01623532231215091","url":null,"abstract":"Many researchers have debated potential differences between male and female students’ mathematical performance. One important factor that can impact performance is perception of the content. The purpose of the study is to investigate factors that impact high-ability male and female students’ perspectives of mathematics. Participants ( n = 12; n<jats:sub> f</jats:sub> = 5, n<jats:sub> m</jats:sub> = 7) attended a 10-day residential summer camp during which the researchers conducted individual, semistructured interviews with each participant. Using a thematic analysis, the researchers examined the interview transcripts for themes by gender. Six common themes emerged between male and female students: perseverance, performance, self-efficacy, enjoyment of content, social component, and life relevance. Female students reported that adult influence was also a factor. Further examination showed that female students are more likely to report enjoyment of content as a factor, whereas males are more likely to report perseverance and performance.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"128 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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